Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 2
980
Views
14
CrossRef citations to date
0
Altmetric
Articles

Endorsing achievement goals exacerbates the big-fish-little-pond effect on academic self-concept

, , &
Pages 252-270 | Received 29 Nov 2012, Accepted 24 Jun 2013, Published online: 02 Aug 2013

References

  • Ames, C. (1992). Classrooms – Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
  • Anderman, E. M., Urdan, T., & Roeser, R. (2003, March). The patterns of adaptive learning survey: History, development and psychometric properties. Paper presented at the Indicators of Positive Development Conference, Washington, DC.
  • Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
  • Bollen, K. A. (1989). Structural equations with latent variables. New York, NY: Wiley.
  • Bong, M. (2009). Age-related differences in achievement goal differentiation. Journal of Educational Psychology, 101, 879–896.
  • Butler, R. (1992). What young people want to know when – Effects of mastery and ability goals on interest in different kinds of social comparisons. Journal of Personality and Social Psychology, 62, 934–943.
  • Church, M. A., Elliot, A. J., & Gable, S. L. (2001). Perceptions of classroom environment, achievement goals, and achievement outcomes. Journal of Educational Psychology, 93, 43–54.
  • Ciani, K. D., Middleton, M. J., Summers, J. J., & Sheldon, K. M. (2010). Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. Contemporary Educational Psychology, 35, 88–99.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). New York, NY: Academic Press.
  • Cortois, L., Van Droogenbroeck, I.,Verachtert, P., & Van Damme, J. (2010). Longitudinaal onderzoek in het basisonderwijs. Toetsen zesde leerjaar [Longitudinal research in elementary education. Achievement tests in sixth grade]. ( school year 2008–2009). Leuven: Steunpunt ‘Studie- en Schoolloopbanen’ (SSL).
  • Craven, R. G., Marsh, H. W., & Print, M. (2000). Gifted, streamed and mixed-ability programs for gifted students: Impact on self-concept, motivation, and achievement. Australian Journal of Education, 44, 51–75.
  • Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666–679.
  • Dai, D. Y., & Rinn, A. N. (2008). The big-fish-little-pond effect: What do we know and where do we go from here? Educational Psychology Review, 20, 283–317.
  • Darnon, C., Dompnier, B., Gilliéron, O., & Butera, F. (2010). The interplay of mastery and performance goals in social comparison: A multiple-goal perspective. Journal of Educational Psychology, 102, 212–222.
  • Davis, J. A. (1966). Campus as a frog pond. Application of theory of relative deprivation to career decisions of college men. American Journal of Sociology, 72, 17–31.
  • De Fraine, B., Van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32, 132–150.
  • Dijkstra, P., Kuyper, H., van der Werf, G., Buunk, A. P., & van der Zee, Y. G. (2008). Social comparison in the classroom: A review. Review of Educational Research, 78, 828–879.
  • Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501–519.
  • Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632–648.
  • Evers, A., Braak, M. S. L., Frima, R. M., & Van Vliet-Mulder, J. C. (2009–2011). Commissie Testaangelegenheden Nederland (COTAN) Documentatie [Dutch commission of test affairs documentation]. Amsterdam: Boom Test Uitgevers
  • Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.
  • Heck, R. H., & Thomas, S. L. (2009). An introduction to multilevel modeling techniques (2nd ed.). New York, NY: Routledge.
  • Huguet, P., Dumas, F., Marsh, H., Regner, I., Wheeler, L., Suls, J., & Nezlek, J. (2009). Clarifying the role of social comparison in the big-fish-little-pond effect (BFLPE): An integrative study. Journal of Personality and Social Psychology, 97, 156–170.
  • Jackman, K., Wilson, I. G., Seaton, M., & Craven, R. G. (2011). Big fish in a big pond: A study of academic self concept in first year medical students. BMC Medical Education, 11(48), 1–9.
  • Jonkmann, K., Becker, M., Marsh, H. W., Lüdtke, O., & Trautwein, U. (2012). Personality traits moderate the big-fish–little-pond effect of academic self-concept. Learning and Individual Differences, 22, 736–746
  • Kaplan, A., & Maehr, M. L. (2002). Adolescents’ achievement goals: Situating motivation in socio-cultural contexts. In T. Urdan, & F. Pajaers (Eds.), Adolescence and education: Academic motivation of adolescents (pp. 125–167). Greenwich, CT: Information Age.
  • Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement goals and goal structures. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 21–53). Mahwah, NJ: Lawrence Erlbaum.
  • Lüdtke, O., Köller, O., Marsh, H. W., & Trautwein, U. (2005). Teacher frame of reference and the big-fish-little-pond effect. Contemporary Educational Psychology, 30, 263–285.
  • Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., & Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13, 203–229.
  • Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In C. Ames, & R. Ames (Eds.), Research on motivation in education (pp. 115–144). New York, NY: Academic.
  • Marsh, H. W. (1984). Self-concept – The application of a frame of reference model to explain pradoxical results. Australian Journal of Education, 28, 165–181.
  • Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280–295.
  • Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417–430.
  • Marsh, H. W. (1992). Self Description Questionnaire (SDQ) I: A theoretical and empirical basis for the measurement of multiple dimensions of preadolescent selfconcept. An interim test manual and research monograph. Macarthur, New South Wales, Australia: University of Western Sydney, Faculty of Education.
  • Marsh, H. W. & Craven, R. G. (2005). A reciprocal effects model of the causal ordering of self-concept and achievement. New support for the benefits of enhancing self-concept. In H. W. Marsh, R. G. Craven, & D. M. McInerny (Eds.), International advances in self research (Vol. 2, pp. 17–51). Greenwich, CT: IAP
  • Marsh, H. W., Barnes, J., Cairns, L., & Tidman, M. (1984). Self-description questionnaire – Age and sex effects in the structure and level of self-concept for preadolescent children. Journal of Educational Psychology, 76, 940–956.
  • Marsh, H. W., & Hau, K. T. (2003). Big-fish-little-pond effect on academic self-concept – A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58, 364–376.
  • Marsh, H. W., Köller, O., & Baumert, J. (2001). Reunification of East and West German school systems: Longitudinal multilevel modeling study of the big-fish-little-pond effect on academic self-concept. American Educational Research Journal, 38, 321–350.
  • Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist, 47, 106–124.
  • Marsh, H. W., Lüdtke, O., Robitzsch, A., Trautwein, U., Asparouhov, T., Muthén, B., & Nagengast, B. (2009). Doubly-latent models of school contextual effects: Integrating multilevel and structural equation approaches to control measurement and sampling error. Multivariate Behavioral Research, 44, 764–802.
  • Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77.
  • Marsh, H. W., & McDonald-Holmes, I. W. M. (1990). Multidimensional self-concepts – Construct-validation of responses by children. American Educational Research Journal, 27, 89–117.
  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond-effect stands up to critical scrutiny: Implications for theory, methodology, and future research. Educational Psychology Review, 20, 319–350.
  • Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., & Köller, O. (2007). The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal, 44, 631–669.
  • Midgley, C., Maehr, M. L., Hruda, L. Z., Anderman, E., Anderman, L., Freeman, K. E., & Urdan, T. (2000). Manual for the patterns of adaptive learning scales (PALS). Ann Arbor, MI: University of Michigan.
  • Moller, A. C., & Elliot, A. J. (2006). The 2 × 2 achievement goal framework: An overview of empirical research. In A. Mittel (Ed.), Focus on educational psychology (pp. 307–326). Hauppauge, NY: Nova Science.
  • Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432–447.
  • Muthén, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267–316.
  • Nagengast, B., & Marsh, H. W. (2012). Big fish in little ponds aspire more: Mediation and cross-cultural generalizability of school-average ability effects on self-concept and career aspirations in science. Journal of Educational Psychology, 104, 1033–1053.
  • Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406–422.
  • Pajares, F., & Cheong, Y. F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437–455.
  • Peugh, J. L. (2010). A practical guide to multilevel modeling. Journal of School Psychology, 48, 85–112.
  • Preacher, K. J. (2003). A primer on interaction effects in multiple linear regression. Retrieved from http://quantpsy.org/interact/interactions.htm
  • Preckel, F., & Brüll, M. (2010). The benefit of being a big fish in a big pond: Contrast and assimilation effects on academic self-concept. Learning and Individual Differences, 20, 522–531.
  • Rasbash, J., Browne, W. J., Healy, M., Cameron, B., & Charlton, C. (2011). MLwiN (Version 2.24). Bristol: Centre for Multilevel Modeling, University of Bristol
  • Régner, I., Escribe, C., & Dupeyrat, C. (2007). Evidence of social comparison in mastery goals in natural academic settings. Journal of Educational Psychology, 99, 575–583.
  • Schwinger, M., & Stiensmeier-Pelster, J. (2011). Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals. British Journal of Educational Psychology, 81, 680–699.
  • Seaton, M., Marsh, H. W., & Craven, R. G. (2010). Big-fish-little-pond effect: Generalizability and moderation - two sides of the same coin. American Educational Research Journal, 47, 390–433.
  • Seaton, M., Marsh, H. W., Yeung, A. S., & Craven, R. (2011). The big fish down under: Examining moderators of the ‘big-fish-little-pond’ effect for Australia’s high achievers. Australian Journal of Education, 55, 93–114.
  • Simons, J. & Fisette, P. (2001). Het zelfconcept bij kinderen uitgaande van een multidimensioneel hiërarchisch model [Self-concept of children based on a multidimensional hierarchical model]. In J. Simons (Ed.), Actuele themata uit de psychomotorische therapie. Jaarboek 2001 [Recent topics from psychomotor therapy. Year book 2001] (pp. 79–98). Leuven: Acco.
  • Skaalvik, E. M., & Skaalvik, S. (2002). Internal and external frames of reference for academic self-concept. Educational Psychologist, 37, 233–244.
  • Snijders, T. A. B. (2005). Fixed and random effects. In B. S. Everitt, & D. C. Howell (Eds.), Encyclopedia of statistics in behavioral sciences (pp. 664–665). Chicester: Wiley.
  • Staphorsius, G., & Krom, R. (1998). Toetsen Begrijpend Lezen: Handleiding, opgavenboekjes en formulieren [Reading Comprehension Tests: Manual, test books, and forms]. Arnem: CITO.
  • Thijs, J., Verkuyten, M., & Helmond, P. (2010). A further examination of the big-fish-little-pond effect: Perceived position in class, class size, and gender comparisons. Sociology of Education, 83, 333–345.
  • Trautwein, U., Lüdtke, O., Marsh, H. W., Köller, O., & Baumert, J. (2006). Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics. Journal of Educational Psychology, 98, 788–806.
  • Trautwein, U., Lüdtke, O., Marsh, H. W., & Nagy, G. (2009). Within-school social comparison: How students perceive the standing of their class predicts academic self-concept. Journal of Educational Psychology, 101, 853–866.
  • Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44, 331–349.
  • Verachtert, P., Van Damme, J., Onghena, P., & Ghesquière, P. (2009). A seasonal perspective on school effectiveness: Evidence from a Flemish longitudinal study in kindergarten and first grade. School Effectiveness and School Improvement, 20, 215–233.
  • Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30, 1–35.
  • Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250.
  • Wolters, C. A., Fan, W., & Daugherty, S. (2010). Teacher-reported goal structures: Assessing factor structure and invariance. The Journal of Experimental Education, 79, 1–29.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.